20.500.12556/RUL-175175 The impact of different types of self-regulation scaffolds on learning science with hypermedia Effective use of scaffolds in hypermedia should support students' self-regulated learning while considering their individual differences. Metacognitive and cognitive scaffolds, but not motivational scaffolds, have been extensively researched. There is no clear evidence that using only one type of scaffold is more effective than combining different types. The aim of this study was to determine if the use of different types of scaffolds and their combination in hypermedia predicts learning achievement over and above individual student differences. In the first phase of our quasi-experimental study, 443 ninth graders learned about visual perception in hypermedia. We measured their individual characteristics (grade point average [GPA], intelligence [IQ], learning time, and the number of learning strategies used) and their learning achievement and divided them into six comparable groups. In the second phase, the groups learned about olfactory perception using different scaffolds embedded in hypermedia: 6 cognitive, 6 metacognitive, 6 motivational, all 18 scaffolds together, a selected subset of 6 mixed scaffolds, and no scaffolds. We administered a pre-test and a post-test to assess what students learned, and collected data on students’ note-taking, self-reported use of learning strategies, and interest in the topic. Hierarchical regression analysis of data from 288 students revealed that students with a higher GPA, specific prior knowledge and interest in the topic, and those who used more self-regulation strategies learned more. Scaffolds did not significantly contribute to the prediction of learning outcomes. Implications for the research design of studies investigating the effects of learning scaffolds in hypermedia are discussed. scaffolds hypermedia self-regulated learning learning strategies achievement vzgoja in izobraževanje hipermedija samoregulacijska ogrodja samoregulirano učenje učne strategije učni dosežki učenci devetošolci true false true Angleški jezik Slovenski jezik Članek v reviji 2025-10-20 12:17:57 2025-10-20 12:18:05 2025-12-07 03:47:04 0000-00-00 00:00:00 2025 0 0 Str. 1-11 Vol. 169 Avg. 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 001.891:37.014 1873-7692 10.1016/j.chb.2025.108670 234838275 Podlesek_The_impact_of_different_types_of_self-regulation_scaffolds_on_learning_science_with_hypermedia.pdf Podlesek_The_impact_of_different_types_of_self-regulation_scaffolds_on_learning_science_with_hypermedia.pdf 1 637D9030102781E56D051FEC55E2D034 258ec8f90123afa5d5f186c8bf57c400869ebf39778957772aafa55c5c415b9e 6dd79f6f-ad9e-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=220485 https://www.sciencedirect.com/science/article/pii/S0747563225001177?via%3Dihub 1 c9e25313-ad9d-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=220483 Filozofska fakulteta Fakulteta za računalništvo in informatiko Naravoslovnotehniška fakulteta 0 0 0